Vous êtes sur la page 1sur 19

# Standards-Aligned Lesson Plan Template

Teacher(s): Mrs. Heather Spenser School: College Park Elementary Date: March 30,
2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically
CCSS.MATH.PRACTICE.MP6: Attend to precision.

CCSS.MATH.CONTENT.3.MD.C.5.A: A square with side length 1 unit, called "a unit square," is said to have
"one square unit" of area, and can be used to measure area.
CCSS.MATH.CONTENT.3.MD.C.5.B: A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.P1.3.1.Em: Contribute to conversations and express ideas by asking and answering yesno and wh-
questions and responding using short phrases.

4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will carry out mathematical equations to determine the area of We will learn how to find the
plane shapes using square units. (Blooms: Apply) area of a rectangle and square.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?) (TPE1.3) TRANSLATION
It is important for students to learn how to find the area of a surface in order It is important to learn how to
to measure items in the real world like a table, a gift to wrap, a cake pan, or find the area of a surface using
a lawn. Finding the area of a rectangle or square will set the foundation for square units because this can be
future mathematical lesson in finding the area of a triangle, circle, etc. used throughout our lives like
Students can use this information in the real world to determine areas of a the area of a cake pan, lawn, a
lawn, wall, cake, etc. gift to wrap, or a table cover.

## 6. Essential Questions (TPE1.5):

What can you use to solve this problem?
How did you use math vocabulary in your explanation?
What examples can you think of involve finding the area of a plane when you are at home?
Part II STUDENTS INFORMATION (TPE1.1,3.2)
7. Class Information:

## a. Total number There are 24 students; 11 girls and 13 boys.

b. English Learners/Standard English Learners - There are fifteen English Learners with five different

reading, writing, and speaking proficiency levels. One student is at a Beginner comprehensive level, three

students are at an Early Intermediate comprehensive level, four students are at an Intermediate

comprehensive level, five students are at an Early Advanced comprehensive level, and two students are at

c. Students with Special Needs There are three students with IEPs for Speech and Language

Development. All three students with IEPs are taken out of class each day for Resource Specialist Program

(RSP) for varying disabilities. In addition, three students require glasses during instruction but do not require

## to be sat at the front of the room.

d. Academic language abilities, content knowledge and skills in content area Each student in the

class is familiar with how to multiple single digit numbers together. Students have learned about geometry

and the different types of shape. Specifically, two students are below grade level in general third math and
multiplication ability, five students are progressing toward third grade level mastery of multiplication and

general math, fourteen students are at grade level for third grade math and multiplication, and three

students are above grade level and have mastered all their multiplication tables to ten.
e. Linguistic background There is one Samoan speaking student, fifteen Spanish speaking students, one

Romanian speaking student, and seven English speaking students. Just the Spanish speaking students are

English Learners.
f. Cultural background (home/family) - The majority of the students come from a Hispanic/Latino

background. There is one Samoan student, one Romanian student, eighteen Hispanic/Latino students, four

students with a White background, and one student with an African American background. About eighteen

students live with one or more parent in the home and about six students do not live with either biological

mother or father in the home. This means that these students live with an Aunt, Uncle, Grandparent, or

## foster guardian only.

g. Health considerations (if any) There are two students with allergies. One student has a severe allergy

to milk in which an EpiPen is in stock at the nurses office and whenever the student goes on a fieldtrip the

teacher must bring the EpiPen with them. In addition, one other student has a diary allergy but is not severe

## enough to require an EpiPen, they just need to avoid dairy.

h. Physical development factors that may influence instruction in this academic content area In

this age group physical skills are gaining more importance in influencing status and self-concept. Girls are

ahead of boys in physical development therefore they are taller, stronger, and more skillful in small muscle

coordination. High energy level-opportunities for physical activity continue to be important. Girls begin

adolescent growth spurt and there is a quiescent growth period for boys. These students are also able to
take responsibility for personal hygiene (Retrieved from ASCDs Developmental Characteristics of Youth

## and Children Poster)

i. Social development factors that may influence instruction in this academic content area During

this stage caregiver guidance and support are a major influence upon school achievement. Caregiver

commitment and involvement play an important role in expansion of interests and activities outside the

home. Caregivers assist these students in assuming personal and social responsibility. This age group is

overly concerned with peer imposed rules, which may be shifting. Peers share sexual information and

misinformation. Competition is more common with a considerable amount of boasting. Gender differences

in interests are pronounced and antagonism between boys and girls leads to frequent quarrels. The

formation of same sex cliques is formed and extreme energy expenditure in physical game playing occurs

between same sex peers. Both boys and girls become interested in hobbies and intensification of peer

group influence begins. There is a heightened competiveness in school activities which may lead to

difficulty in handling failure experiences. This group continues to needs teacher approval and affection and

they are increasingly able and interested in assuming responsibilities. (Retrieved from ASCDs

## Developmental Characteristics of Youth and Children Poster)

j. Emotional development factors that may influence instruction in this academic content area

Students react to feelings of others positively and/or negatively and are sensitive to criticism and ridicule.

They seek warm, friendly relationships with adults. Worries are evident, revolving around self-esteem and

threats or security like a loss of caregiver or family finances. Students begin to test and question attitudes,

values, and belief systems which may results in conflict. Adult role models give strong cues about
acceptable behavior. Students understand the reasons for rules and behave according to those rules. They

are beginning to make judgements about their own behavior, set standards for themselves, and take

responsibility for their behavior. They also begin to conform to gender roles, achieve personal relationships,

and are aware of the importance of belongings. Lastly, these students are self sufficient and can think

independently inside and outside the home. (Retrieved from ASCDs Developmental Characteristics of

## Youth and Children Poster)

k. Interests/Aspirations (relevant to this academic area) These male students enjoy talking about

Pokmon cards and characters and enjoy playing soccer. Girls enjoy reading books, playing with mechanical

pencils, and drawing. These students hope to be race car drivers, teachers, nurses, Doctors, and police

officers.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs.):
The two students with speech and language development difficulties may struggle with understanding and
saying the vocabulary words introduced in order to build the foundation for surface area. Some of the EL
students may struggle with the vocabulary as well, and they may also struggle with reading the problems and
understanding what each question is asking for. Many of the students in the class may also struggle with
remembering their multiples when working out each problem for area.

## Part III - LESSON ADAPTATIONS (TPE 3.5, 4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs.)
To help my students with IEPs for speech and language development difficulties, I will incorporate a PowerPoint
presentation with images to demonstrate the vocabulary words being introduced in this lesson and I will also
have them repeat after me when saying the words out load to ensure they are pronouncing each word
correctly when reading from the presentation. The PowerPoint presentation will also help my EL students so
they can make a visual connection between square units, area, surface, and a plane shape. I will also have the
students pair up to complete the guided practice so they can work together to determine how to multiply the
two different lengths together to find the area. Also, the practice will include gluing units into the area given so
they students can also count the area if necessary to determine the product of the two sides.

## Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE 1.5,
3.3):
Students will work together to determine the area of two problems with 1 inch tiles and inch tiles together
this will help them to problem solve with others in future interactions with others in their career. Students will
also be participating in a class discussion on how to solve two other problems, they can add on to other
students opinions and give their own feedback to the problem which will prepare them to group settings with
effective communication.

11. Technology - How will you incorporate technology into your lesson? (TPE 4.4, 4.8)
I will be using a document camera to display the student journal on the board while we work through problems.
I will be showing a PowerPoint to go over vocabulary words while adding visuals to better describe what each
vocabulary word means.
12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE 1.7)
Students will be able to visually connect to the vocabulary with pictures that I added to the PowerPoint
presentation to attach a visual to the term.
Part IV - ASSESSMENT OF STUDENT LEARNING (TPE 1.8, 5.1)
13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative: I will be engaging students in a discussion on how we can solve the problems within the
lesson. I will also be walking around while the students work in pairs to solve the last two problems within
the lesson. I will be asking different students critical thinking questions and gaging their competency level
on the subject before moving on to the engineering lesson that involves finding area on a different day.
For Example:
What is the question asking you?
Is this question asking you to use 1 inch tiles or inch tiles?
How many tiles fit along the top of the rectangle?
How many tiles fit along the side of the rectangle?
What observations can you make between the 1 inch unit answer and the inch unit answer to the
same six rectangle?
Does the smaller unit of measure make a greater or smaller number of units needed to find the area?
How can you check your work?

b. Summative (if applicable): The students will engage in an engineering science lesson on day two and will
be asked to determine the area of the base of their tower made from index cards and tape in groups. If they
can accurately determine the area of their base then they have achieved the goal of the objective. They will
complete a worksheet and one of the questions will prompt them to write out the area of the tower by using
a sentence frame: The base of my tower has an area of _________ _____ inch square units. (DOK Level 1 for
Mathematics)

c. Attach rubric here (and copy and paste your objective above your rubric):
Objective: Students will carry out mathematical equations to determine the area of plane shapes using
square units. (Blooms:
0 point 1 points
Apply)
The student is able to The student did not The student identified the
identify the width of identify the width of the width of the tower.
the tower. tower.
The student is able to The student did not The student identified the
identify the length of identify the length of the length of the tower.
the tower. tower.
The student is able to The student did not The student identified the
identify the area of the identify the area of the area of the base using
base using base using multiplication. multiplication.
multiplication.
The student is able to The student did not The student
demonstrate accuracy demonstrate accuracy in demonstrated accuracy in
in the solution with the solution with square the solution with square
square unit labeling. unit labeling. unit labeling.
Total Points:
d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
After the students have completed their towers and determined the area of the base of their towers then we
will hold a class discussion on their findings, whether their solutions make sense visually to check their
work, and reflect on whether they feel they met the objective of carrying out mathematical equations to
determine the area of plane shapes using square units

## Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
24- SWUN MATH Student Journals
Scissors
Glue
Pencils
Erasers
Tape
Index Cards
Document Camera
24- Tower Worksheets
PowerPoint Presentation
16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Anticipatory Set
I will begin by instructing the students to take out their math student journals. I will also tell them to tear out
page 36 of their notebooks and begin cutting out the 1-inch and inch square tiles. I will also hand out
another copy of the same sheet and additionally have them cut those tiles out as well. While they are cutting
out the square units I will pass out additional scissors and glue necessary to students who do not have their
own. Once they have completed cutting up their squares I will begin by showing pictures of towers built from
notecards and tape to get the students excited about day two of the math lesson.

## Objective and Its Purpose

I will review the objective for the lesson with the class. The objective will be displayed on the PowerPoint and I
will take some time for the students to write the objective into their student journals. I will then explain to them
that what we will be learning today will prepare them for finding the base of their towers during the next
lesson. I will also ask the students what other uses for finding the area of a plane would be helpful? I will
gage the feedback I get back from students and then I will add additional questions to try and get them to
wanted to cut in equally so everyone gets a piece? Well finding the area of the brownie pan can help you
determine how big you want your pieces. (I have added a visual into the PowerPoint to demonstrate this
example. Some people also find the area of a room, lawn, even wrapping a gift. Finding the area of a plane
is also the beginning to finding the area of a circle, triangle, and many other angles we just learned about in
out Geometry lessons.
BODY:
Instructional Input and Modeling
I will begin this lesson by introducing the vocabulary words (Square Unit, Area, Surface, and Plane Surface) and
their visual representatives with the students. They will follow along in their student journals and I will engage
them in finding surfaces within their classroom that they can calculate after our lesson. I will then move to the
first problem. I will ask the students based on the 1-inch square tiles they have at their desk, how many 1-
inch tiles do you think will fit along the top of the rectangle? Then I will allow them to place the tiles along the
row on top as I do the same with them on the document camera. I will then ask the students, how many tiles
fit along the top? We will then move on to filling in the rest of the rectangle with 1-inch square units and I will
be looking around to make sure they are gluing them right next to each other and while I demonstrate it on the
document camera. Once we have glued all the squares I will ask students to tell me how many units fit on the
top row? What is another word for the top row? (Answer: Length) How many 1-inch square units fit along
the left side of the rectangle? What is another word for this side? (Answer: Width) I will write down those
numbers and I will ask the students what do we need to do with these numbers to find the area of the
surface? After getting feedback, We need to multiple the length of the rectangle times width of the rectangle
to get the area of the entire rectangle. We will do so in the student journal.
Checking for understanding
While students catch up with the current problem I will be walking around to assess how students are
progressing and who needs more time or explanation. We will then move on to the second modeling problem
using inch tiles repeating the same procedure as above. I will also add observations about the difference
between 1-inch tiles and -inch tiles visually to the students and what that might mean for our area. Once we
have determined the area of the rectangle given the inch tiles we will talk about why our area with -inch
square units is a smaller measurement then 1-inch square units. We will review the procedures we used for
both problems and then I will allow the students to work with partners to solve the next two problems.

CLOSE:
Independent practice/ Guided practice
The students will be working with their partners to solve two problems using the exact same procedures and
tiles as modeled previously. I will be walking around to check for understanding, helping my EL and special
needs students to solve the problems. Once the class has completed the problems I will go back up to the
document camera and pull names to get students to participate in showing me how they completed the two
independent problems. I will complete the problems and allow for struggling students to visually watch how to
find the area.
Closure
I will review the vocabulary words described in this lesson. I will ask students what different types of surfaces
are? How did we find the area of these rectangles in our student journals? What did you see when we
found the area using 1-inch square units and then 1/2 inch square units? Why are those numbers so
different which the same size rectangle? I will then mention building a tower for our next lesson and how the
students will be challenged to find the area of their base.

Day Two:
Objective and Its Purpose
I will refresh the students memory by reviewing the objective for our lesson. I will then ask them how they
found the area of the rectangles the day before? How will you be able to determine the area of your tower
base?
Guided practice
I will show a rectangle on the board and give dimensions for the length and width. I will then have the class
help me determine the area of the figure. I will then relate this to the base of their towers and leave this
example on the board while they build their towers and find the area of their base.
Independent practice
The students will fill out a worksheet and they will show their measurements and calculations in determining
the area of their base with accuracy.
Part VI REFLECTION (TPE6.1)
1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs. On student work samples, please include scores according to rubric categories.
Category Score 0 point 1 points
The student is able to 0/17 (0%) 17/17 (100%)
identify the width of the
tower.
The student is able to 0/17 (0%) 17/17 (100%)
identify the length of the
tower.
The student is able to 0/17 (0%) 17/17 (100%)
identify the area of the
base using
multiplication.
The student is able to 0/17 (0%) 17/17 (100%)
demonstrate accuracy in
the solution with square
unit labeling. 2. Were the students
successful at achieving the
lesson objective?
a) If so, explain which areas in which students were successful, according to your data analysis.
The students were 100% successful in determining the area of the base of their towers using 1-inch square
units. They were able to determine the width and length of their base and multiply the two numbers
together to find the area. Two out of 17 students did not show their work but did determine the correct area
for their tower base.

b) If not, explain which areas in which students were not successful, according to your data
analysis. Why do you think they were not able to achieve the lesson objective in these areas?
All the students were successful at finding the area of their base, however, they did not specifically label the
length and width while showing their work but they were able to measure and determine the two numbers
to multiple to find the area.

3. What instructional strategies did you use to help students achieve the lesson objective? Which
subject-specific pedagogical skills did you employ to help students be successful? (Reference TPE
Part 2: Subject-Specific Pedagogy)
I connected finding the surface area of real-life items for the students which they seemed to connect. When
prompted to find surfaces in the classroom they were move engaged. I used cutting brownies equally and find
the area of surfaces within the classroom as further examples. I used visuals to help students understand that
length and width of objects. We also used square unit cut outs to help the students understand the concept of
a unit and filling the surface with units to find the area. While students were working on the independent work
problems I was walking around making sure they were on task, using academic language, and asking questions

4. What would you change about the lesson and why (according to your data analysis)?
First, I would cut out the square units for the students and just give them a designated amount to work with.
Some students did not cut on a straight line and the cutting took up much of the lesson which deviated from
the learning process. Some students were unable to cut straight and then they glued the units in, they would
not have enough room for the correct number of units as the rest of the class which was crucial in finding the
area together.

Second, I would also change by rubric or my worksheet to better assess demonstrating accuracy in the
solution with square unit labeling. I would remove the sentence I added to the worksheet, The base of my
tower has an area of ______ 1-inch square units, in order to see if the students were really able to label the
area with square units. I might also incorporate into the worksheet Length = and Width = to make sure
they were able to identify what was the length and what was the width of the base. The fact that they
measured both sides and came up with a length and width told me that they did identify the length and width
but I would have liked to have it written out on the worksheet to make my formal assessment more accurate.

Third, I would get the students to practice the teachers attention-grabbing practices. I would lose the students
while they cut their squares and glued them in and when I wanted their attention back on the lesson I would
say class class and the class should have responded with yes yes and turned their attention to me. This
attention-grabbing technique was suggested by the Master Teacher, Mrs. Smith but the class did not respond
very well to it. From my observations in the class, the teacher doesnt regularly use attention-grabbing
techniques very often so I should have practiced them with the class before the lesson so they knew when I
was trying to get their attention in order to maintain classroom control.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special